Development of metacognition in problem solving: a research work in mathematics education for lower secondary school

Abstract

Research in mathematics education has always concerned the difficulties encountered by students in problem solving (PS); however, attention has only recently been focused on metacognition and its role.
Three 8th grade classes of an Italian lower secondary school have been subjected to an educational path that was designed with the aim of enhancing metacognition in PS and with the use of scientifically validated tools that can be used by teachers without any specific intervention and support of external experts. The activities proposed to a sample of 54 students (divided into work groups according to their performance level in PS) are here described and discussed. The final evaluation revealed an improvement in metacognitive abilities and PS outcomes, though results were less significant for students with special educational needs.